RTI Press Occasional Paper February 2017 What We Have Learned in the Past Decade: RTI’s Approach to Early Grade Literacy Instruction Jennae Bulat, Margaret Dubeck, Paula Green, Karon Harden, Catherine Henny, Mónika Mattos, Alison Pflepsen, Ana Robledo, and Yasmin Sitabkhan RTI Press publication OP-0039-1702 This PDF document was made available from www.rti.org as a public service of RTI International. More information about RTI Press can be found at http://www.rti.org/rtipress. RTI International is an independent, nonprofit research organization dedicated to improving the human condition by turning knowledge into practice. The RTI Press mission is to disseminate information about RTI research, analytic tools, and technical expertise to a national and international audience. RTI Press publications are peer- reviewed by at least two independent substantive experts and one or more Press editors. Suggested Citation Bulat, J., Dubeck, M., Green, P., Harden, K., Henny, C., Mattos, M., Pflepsen, A., Robledo, A., and Sitabkhan, Y. (2017). What We Have Learned in the Past Decade: RTI’s Approach to Early Grade Literacy Instruction. RTI Press Publication No. OP-0039-1702. Research Triangle Park, NC: RTI Press. https://doi.org/10.3768/rtipress.2017.op.0039.1702 This publication is part of the RTI Press Research Report series. Occasional Papers are scholarly essays on policy, methods, or other topics relevant to RTI areas of research or technical focus. RTI International 3040 East Cornwallis Road PO Box 12194 ©2017 RTI International. All rights reserved. Credit must be provided to the author and source of the Research Triangle Park, NC publication when the content is quoted. No part of this publication may be reproduced in any form by 27709-2194 USA any electronic or mechanical means without permission in writing from the publisher. RTI International is Tel: +1.919.541.6000 a registered trademark and a trade name of Research Triangle Institute. E-mail: [email protected] https://doi.org/10.3768/rtipress.2017.op.0039.1702 www.rti.org/rtipress Website: www.rti.org Contents About the Authors i Acknowledgments ii Abstract ii About the Authors Introduction 1 Jennae Bulat, PhD, directs the Teaching and Learning team in the International What Is Literacy? 2 Development Group at RTI International. Margaret Dubeck, PhD, EdM, is a senior A Balanced Approach to Early Grade Literacy Instruction 3 literacy researcher at RTI International on the International Education team. The Importance of Context 3 Paula Green, PhD, is a literacy specialist with particular interest in mother-tongue- Equality and Inclusion 4 based multilingual education in Southern Africa. Teaching 5 Karon Harden, MA, is a research education The Five Components of Effective Reading Instruction 5 analyst for the International Development Group at RTI International. Explicit, Systematic Instruction 17 Catherine Henny, MA, is a research Gradual Release Model 19 education analyst in RTI’s Early Childhood Diverse Practice Opportunities 20 Development Team. Positive, Constructive Feedback 20 Mónika Mattos, PhD, EdM, is a research education analyst within RTI International’s Guided Remediation 21 International Education Division. Differentiated, Equitable Instruction 21 Alison Pflepsen, MS, works for University Text 22 Research Co., LLC (URC), where she supports the Reading Within Reach (REACH) initiative Explicit Scope and Sequence 22 and the Global Reading Network. Prior to Development of a Print-Rich Environment 23 joining URC, she worked at RTI International. Commitment to Equality and Inclusiveness 25 Ana Robledo, EdM, is a research education analyst for the International Education (IE) Time 26 Division of the International Development Group (IDG) at RTI International. Balancing Instructional Time 26 Yasmin Sitabkhan, PhD, is a senior Pace and Efficiency of Instruction 28 research education analyst in RTI’s Teaching and Learning group in the International Test 28 Education Division. Tongue 29 Conclusion 30 References 32 Annex 1: Excerpts from Sample Scope and Sequence Document for the Nigeria Reading and Access Research Activity 38 Annex 2: Sample Lesson Schedules 40 Abstract Over the past decade, RTI International has pursued the goal of quality, inclusive, differentiated early grade literacy instruction in nearly 30 early grade reading or early grade literacy programs in low- and middle-income (LMI) countries. Across our diverse portfolio, we have supported Ministries of Education (Ministries) in diverse Acknowledgments contexts in their development and implementation of research-based early grade The principles and best practices literacy programs and have learned important lessons based on our experience described in this document were identified through the tireless working with Ministries to design, develop, and implement early grade literacy effort and dedication of the teams programs. This paper describes the core elements that we have found to improve who lead RTI’s many early grade early grade literacy instruction and learner outcomes: the approach to teaching literacy implementation projects. Their contributions, not only to (Teach), the availability of quality, relevant learner materials (Text), the effective use this synthesis but also to the field of instructional time (Time), the use of formative assessment to guide instruction of international education overall, (Test), and provision of instruction in the most effective language (Tongue). cannot be overstated. Their work This paper focuses on the acquisition of literacy in alphabetic and alphasyllabic is highlighted here in examples, graphics, and images. A working languages in the early primary years (most typically, academic levels 1 through 3) group of RTI’s International Education and the kinds of exposures, instruction, and support learners need to become fully team—including Margaret (Peggy) literate. These are the elements of a literacy program that can be taught, that should Dubeck, Paula Green, Karon Harden, be present in teaching and learning materials and in teacher trainings, and that Catherine Henny, Mónika Mattos, and Ana Robledo—developed a first relate specifically to what happens in a classroom. draft of this paper; Alison Pflepsen, Jessica Mejia, and Yasmin Sitabkhan Many more factors contribute to literacy acquisition. However, we focus on the core provided critical input; and through elements in this paper to delve deeper and facilitate a richer discussion about these their thoughtful comments, reviewers components. No one-size-fits-all approach to the development and implementation Joe DeStefano, Benjamin Piper, and Wendi Ralaingita helped to refine of literacy programs exists; the local context and constraints of any implementation and strengthen the principles can require adaptation and adjustments. In many cases, the fully diversified laid out. Tremendous gratitude is approach to early grade literacy instruction described in the classroom scenario has afforded each person. No document not yet been achieved. However, we hope that this compilation of lessons learned is complete without the expert enhancements of editors and and best practices achieved through our experiences will help to further the efforts designers, who in this case include of all to provide high-quality, effective literacy instruction to all learners, particularly Aisha Caruth, Amy Morrow, Syanne those in LMI countries. Olson, and Felice Sinno-Lai. Many thanks to them. Finally, and most important, our efforts would be meaningless without the courageous work of Ministries of Education central and regional staff, school administrators, teachers, families, and the learners who do the hard work of building more literacy communities. Our sincere admiration and appreciation go out to all. RTI Press: Occasional Paper What We Have Learned in the Past Decade: RTI’s Approach to Early Grade Literacy Instruction 1 Introduction These core elements are Core Elements of grounded in a vast body of Improving Early Over the past decade, RTI International has pursued rigorous scientific thinking Grade Literacy the goal of quality, inclusive, differentiated early and evidence about learning Instruction: grade literacy instruction in nearly 30 early grade theory, reading development, reading or early grade literacy programs in low- adult learning theory, and Teach and middle-income (LMI) countries. Across our stages of development. diverse portfolio, we have supported Ministries of Equally, if not more Education (Ministries) in diverse contexts in their important, they reflect the Text development and implementation of research-based very courageous decisions early grade literacy programs, and we have learned by governments to improve Time important lessons based on our experience working literacy and our engagement with Ministries to design, develop, and implement with local governments and early grade literacy programs. This paper describes other education stakeholders Test the core elements that we have found to improve early to identify the most effective grade literacy instruction and learner outcomes. We elements in their local focus on the acquisition of literacy in alphabetic (such contexts. These elements Tongue as Spanish and Kiwsahili, Arabic) and alphasyllabic embrace and build upon (also known as abjad or abugida, such as Kannada)1 teachers’ knowledge and languages in the early primary years (most typically, existing practices as well as the realities of resource- academic levels 1 through 3) and the kinds of constrained environments